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Copy of INDIRECT / GUIDED / EXPLORATORY APPROACH

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Roan Desiree Malicdem

on 22 March 2015

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Transcript of Copy of INDIRECT / GUIDED / EXPLORATORY APPROACH

INDIRECT / GUIDED / EXPLORATORY APPROACH

INDIRECT/GUIDED/EXPLORATORY APPROACH
best used when the learning process is inquiry-based
result is discovery and the learning context is a problem
Teacher’s role: guide the learner to discover things for himself; facilitates the learning process by allowing the learner to be engaged in the learning process with his guidance.
INDIRECT APPROACH
an approach to teaching and learning in which concepts, patterns, and abstractions are taught in the context of strategies that emphasize concept learning, inquiry, and problem solving
learner acquires information by transforming stimulus material into a response that requires the learner to rearrange and elaborate on the stimulus material

INQUIRY METHOD
We will never be able to help children learn if we tell them everything they need to know. Rather, we must provide them with opportunities to explore, inquire and discover new learning. The core of inquiry is a spontaneous and a self-directed exploration.

(FOCUSES ON INQUIRY METHOD)
INQUIRY METHOD
We will never be able to help children learn if we tell them everything they need to know. Rather, we must provide them with opportunities to explore, inquire and discover new learning. The core of inquiry is a spontaneous and a self-directed exploration.

Five Characteristics of Inquiry-Based Learning

BLOOM’S TAXONOMY
Inquiry-based Learning asks questions that come from the higher levels of Bloom’s Taxonomy.

1. Bloom's Taxonomy
2. Asks Questions that Motivate

Inquiry-Based Learning involves questions that are interesting and motivating to students.

3. Utilizes wide variety of resources

Inquiry-based Learning utilizes a wide variety of resources so students can gather information and form opinions.


4.  Teacher as Facilitator

Teachers play a new role as guide or facilitator

5.  Meaningful products come out of  
inquiry-based learning

Five Kinds of Questions Need to be Asked in Inquiry-based Learning

1.Inference Questions
2.Interpretation Questions
3.Transfer Questions
4.Questions about Hypotheses
5.Reflective Questions

STEPS IN THE INQUIRY METHOD
1. Define the topic or introduce the question.
2. Guide students plan where and how to gather data and information.
3. Students present findings through graph, charts, PowerPoint presentation, models, and writing.

GUIDED APPROACH
resembles constructivist ideas and new-age pedagogies
student focused
teaches a concept more thoroughly, because the students are given more experience to the details of it

INSTRUCTIONAL CHARACTERISTICS
1. Investigative processes such as inferring, hypothesizing, measuring, predicting, classifying, analyzing, and experimenting; formulating conclusions and generalizations are employed.
2. The procedure in gathering information is not prescribed by the teachers.
3. The children are highly motivated to search, hence active participation is the best indicator of inquisitiveness.
4. The answers arrived at are genuine products of their own efforts
5. Focused questions before, during and after are critical ingredients that provide direction and sustain action.

OUTCOMES OF INQUIRY TEACHING
1. Its emphasis is on the processes of gathering and processing of information
2. Its dependence on first-hand experience with objects and phenomena occurring in the environment is certainly in agreement with the most often cited theory of Piaget on intellectual development.
3. The inquiry approach which predominantly allows some degree of freedom develops initiative and divergent thinking.
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